CUNY Academic Commons

WAC principles have been used in my teaching, which emphasizes scaffolding, the process of learning, and welcomes revision, peer and collaborative works. I think it would also be good to include some writing exercises to reflect on the purpose of their learning and making some meaningful connections.

Also, I found Kyoko Kishimoto’s article about…[Read more]

To create the audio, I began by writing down a few key points I wanted to convey–a brief intro to myself, and encouragement for students to engage and ask questions. I then practiced speaking through the outline a couple of times before recording. I chose to write only an outline because when delivered, it maintains a more natural tone. From…[Read more]

I think the chart of “Build Connections” in 2.9 It’s Specific: Pedagogical Ideas is a helpful exercise that I would like to use in my class to guide students to build connections between the course content and future personal lives. I think the key here, as the title suggests, is specificity. Being specific in students’ lives is important.…[Read more]

I use ice-breaker activities such as finding something in common in a small group, and sharing with the whole class their interests and what they are passionate about through using some photos/images.

To navigate the challenge I did not want to face and I were successful, like the suggestions from Cynthia and Diana, a to-do list to scaffold the big task would help! I also would like to add that I would reflect on the meaning of the task (of course sometimes it’s meaningless!), and sometimes it would remind me of the connections to some major…[Read more]

For me, the purpose of higher education is to allow students to grow and to be a better human. Students are not only to be trained in their fields for their future career, but also have a broad sense of knowledge and practice in various disciplines, which is the value of General Education. This in turn may build interesting connections to the…[Read more]

In my writing class, I intend to try the method of ungrading and self-grading. I think this will allow students to better understand the goals of the assignment and what they can do to improve their writing.

The messaging strategy I intend to try is to emphasize students’ effort and learning process when giving feedback. If there is room for improvement, I will highlight one or two key areas (without overwhelming them) and engage in thinking together about how to improve and why those areas matter. I will conclude the message by framing these…[Read more]

I can model a growth mindset by showing vulnerability and difficulties in the learning process, and how to embrace challenges, and to reflect on setbacks as opportunities for growth. Sometimes, I share with my students my own messy writing drafts to let them know the difficulties in my writing process and how I deal with the challenges.

I can…[Read more]

The idea of “grit” is powerful; passion and perseverance are certainly two critical aspects that lead to success. Highlighting effort, persistence, and resilience motivates students to keep trying when faced with challenges. The obstacles can be overcome through effort and perseverance.

It is interesting that Duckworth points out how “growth…[Read more]

• Some strategies I have already used in my class: group activities, collaboration, pair work, peer review.
• Although I greet my students at the beginning of most of my classes, I think it would be helpful to take more time to ask them how they’re doing and send more encouraging messages.
• I’d like to try some of the strategies on the list. For…

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• When I was in college, I felt like I belonged in the greater campus community when I had some friends, companions, and when I had some interest groups in which we may learn, practice and move forward together. I had this kind of feeling particularly when I was in a writing workshop in which we reviewed each other’s works and made comments.…

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